homework policy middle school

Creating a Homework Policy With Meaning and Purpose

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We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.

Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.

Differentiate Learning for All Students

Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .

See Student Participation Increase

Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.

Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.

Sample School Homework Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Individualized Instruction

Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be. 

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.

The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

• How long will it take to complete?
• Have all learners been considered?
• Will an assignment encourage future success?
• Will an assignment place material in a context the classroom cannot?
• Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

• Articles / Homework

The Do’s and Don’ts of Good Homework Policy

by Cheryl Mizerny · Published 10/24/2016 · Updated 11/20/2019

A MiddleWeb Blog

At the time, I could not exactly relate to him because I was one of the kids who knew how to “do” school well and actually enjoyed it. I also did little homework at home because I was also one of those kids who broke the rules and generally did homework assignments during class while the teacher was instructing.

All that changed after the publication of “A Nation At Risk” – when our schools began to be seen as failing and the homework levels increased. Then I empathized with the boy in that candy bar commercial.

Homework has been the most hated part of school for decades, and that’s not going to change. However, public perception of the efficacy of homework is cyclical – with each cycle reshaping homework policies and practices in our classrooms. That’s something we can change.

Some of the history behind homework

In the 1940s, when the country was dealing with more important issues, homework was seen as a redundant waste of time. After Sputnik, it was the way we would beat the Russians to the moon. The resulting backlash (post-moon landing) led to my elementary school years in the blissful 1970s when more problem solving, hands-on learning was emphasized.

After the dire “A Nation At Risk” warnings, the emphasis was on drill and kill in the 80s and 90s. This prepared the way for the piling on of homework as supplemental test prep after the passage of No Child Left Behind in the early 2000s and its even greater emphasis on rote learning.

We are now seeing the detrimental effects of this overtaxing of our children in the form of anxiety, attention issues, and increased family stress. The result is a lot of necessary conversation around the topic of the value of homework.

The homework domino effect

We recently had the homework discussion at my school, after listening to feedback from parents. One of the conclusions we reached: many of my colleagues would love to give less homework, but they feel that they would be doing a disservice to the students by not sufficiently preparing them for the next level of their education (HS), which gives significantly more homework.

Sidebar: This, in my opinion, is a major problem in education today—we don’t allow children to be the age they are and push them too far too fast with developmentally inappropriate practices.

The high school feels the pressure to give excessive homework to enable students to pass the Advanced Placement tests and to do well on college entrance exams. Universities see students who are “unprepared” to do the critical thinking necessary to be successful because, sadly, they were given too much rote work at the high school level and below. The effects of all these conflicting goals roll downhill to educators at the middle and elementary school levels.

Homework teaches compliance, not responsibility

Although I am thrilled with the recent trend in elementary schools (which tend to be the most progressive level of education) – eliminating homework in response to research – I don’t see this moving up through the grade levels any time soon.

Therefore, I am continuing to follow my gut on this issue and do what I think is right for my students. I’ve always been an educator who believes in family time and have never given homework on weekends or over holidays, but I am also very mindful of work I give on weeknights.

I was in a recent Twitter chat with other middle school educators about the topic of homework. There was a clear division among the teachers on the question of whether homework teaches time management and responsibility.

Giving two or more hours of homework after they have already spent seven hours sitting and absorbing feels like making children clock in for a second shift. I worked two jobs during college and was miserable, exhausted, and didn’t enjoy my classes as much as I should have. I see the same in my students.

I also feel that if teaching time in school is used effectively, not much homework needs to be given. When I do give homework, I make every effort to make it engaging, meaningful, and brief.

Applying what I’ve learned about motivation

During my time as a special education teacher, I had no control over the assignments my students were given by other teachers. In those years, I witnessed a lot of ineffective teaching – and some that was sheer brilliance.

When I began teaching English in 2008, I wanted to be more like the excellent teachers I’d known. I never wanted my classes to feel like a “sit and get” experience that students must somehow survive.

I began my quest to make all of my classwork, and resulting homework, motivating and useful to my students. This included an intense study of motivation while obtaining my graduate degree in Education Psychology.

As luck would have it, much of what I learned in my graduate courses was summed up brilliantly in Daniel Pink’s groundbreaking book, Drive , which arrived on the scene during my first year teaching English (and was neatly summarized in an early example of the animated YouTube lecture).

In Drive , Pink presents a three-part test for homework:

• Am I offering my students autonomy over how and when to do this work?
• Does this assignment promote mastery by offering a novel, engaging task (as opposed to rote reformulation of something already covered in class)?
• Do my students understand the purpose of the assignment? That is, can they see how doing this additional activity at home contributes to the larger enterprise in which the class is engaged?

I have used these guiding principles for all work I give in class as well as for home. As Pink says, “With a little thought and effort, we can turn home work into home learning .”

One of my other touchstone middle school teaching texts is the classic Day One and Beyond by Rick Wormeli . In it, he says, “Homework given to keep students busy regardless of whether it clarifies, reinforces, or prepares students is irresponsible.” I wholeheartedly agree.

The Do’s and Don’ts of Positive Homework

Through all of my research, and from trial and error in my own class, I have determined my own set of “rules.” Following practices like these can assure we have a positive homework policy in place.

• I do not use homework to introduce a new concept. If students are learning the concept on their own, then they are teaching themselves and what is my role? What’s more, muddling their way through unconnected information may frustrate more than enlighten.

• I make sure that the homework I assign is never too difficult for my students to do without assistance. Just because it’s homework does not mean that it is family work. I much prefer my students discuss what they learned in school with their parents rather than battle over something none of them may fully understand. Tears and arguments over homework are not the hallmarks of rigorous thought.
• I don’t grade homework for correctness. Often I will give a few points for completing homework, but homework never counts for more than 10% of the final grade in my class (thank you, Rick Wormeli). If it is intended to be practice of what they are learning, then it is unethical to mark students down for errors.
• I feel that “No Homework” passes send the wrong message that homework is unnecessary and can be skipped. I would much prefer accepting homework late than chastising a student who did not have their work finished on time.
• I don’t assign homework as students are ready to walk out the door during the last few minutes of class. When there is going to be some homework, I want them to begin it in class so that I can help answer any questions or clarify directions.
• Students are more likely to complete assignments if they have an audience. Much of the work done in my class is shared and/or displayed.
• Our school uses a common calendar for each grade so that students don’t have more than two quizzes, tests, or projects due on any given day and also not after a large evening school event.
• For anything more complex than just finishing a small amount of what they started in class, I give more than one day for assignments to be completed so students may parse their time as needed.

• My homework assignments are a deeper dive into the topic we study and always reach at least the application of the knowledge, not memorization. To the greatest extent possible, I allow students to choose how the work is completed and encourage creativity.
• I reduce homework by using my class time as effectively as possible. If there is vocabulary they need to know, for example, we work with it often and in many different ways in order to cement the information in their brains. I don’t use the rote memorization of vocabulary as homework because then it is in and out of their brains quickly.
• My homework is always developmentally appropriate. For middle school students, this means taking advantage of their desire to still have fun and see the absurd side of life, while simultaneously using their critical thinking skills. It is also work they are able to complete independently.
• I do not assign homework that necessitates the gathering of numerous, expensive materials or the use of resources (especially electronic) that they may not have. I am mindful that the only level playing field is my classroom.

In my ideal world, there would not be homework unless it was student chosen, developed, and executed. Until I live in that world, I do what I believe is right for my students. I don’t want to be the teacher that causes them to totally stress out and learn to dread school.

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Cheryl Mizerny

Cheryl Mizerny (@cherylteaches) is a veteran educator with 25 years experience – most at the middle school level. She began her career in special education, became a teacher consultant and adjunct professor of Educational Psychology, and currently teaches 6th grade English in Bloomfield Hills, Michigan. From 2014-1018, Cheryl wrote about student motivation and engagement at  The Accidental English Teacher. Read more of her MiddleWeb articles here and  here.

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Please leave your thoughts about homework policies here in the Comments section!

I agree with the homework dos and don’ts. Less is more and should make sense and be purposeful with the whys discussed before the assignment. Different due dates for things like journals based on when the students want it due (depending on their at-home and afterschool schedules) is also useful. This does teach them to take responsibility for their decisions.

Our school has a no homework policy. It’s not really a policy per se, but if a parent complains that there is no homework provided, the principal will support the teacher in response to the parent and cite research that homework does not increase proficiency in a skill and the kids need/deserve down time or time to be outside. That being said, there is always research to contradict other research out there .

I do believe the homework should be available to students.

I like your idea about it being developmentally appropriate, fostering independence and creativity, etc. but what are the specifics? What structures, routines and procedures do you implement in you class that support a homework policy for reading and writing?

Thank you for an informative article that speaks right to the heart of this Special Education Middle School teacher. I agree with you that the only level playing field is right here in our presence where we can create community and autonomy if we do so intentionally.

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Sayville Middle School Homework Policy

Students can expect to receive homework in each subject every night with the possible exception of Friday. Sometimes the homework will be written, other times it will be reading. However, there is always a need to review. Students should take several minutes to review their day’s work and notes in each subject. Total time spent doing their homework varies from individual to individual, but they should plan on a minimum of 1 to 1 ½ hours per night. We suggest all students use the student planner provided. We encourage parents to check it daily. We expect they will complete all their assignments on time to the best of their ability. Homework procedures are determined by each grade and classroom teacher in concert with District policy and are given to parents on open school night. If your youngster repeatedly states he/she has no homework, please contact the guidance office.

Class work and homework missed because of an absence should be made up as soon as possible. This is the students, not the teacher’s, responsibility. It is suggested that students obtain telephone numbers of fellow students in each class and that they be called when absences occur so that work can be made up. Students should also check their teachers’ website (if available) to find out what was missed and work that was assigned. If a student is going to be absent two or more days , you may telephone the attendance office to make arrangements to collect assignments. If you do this, please make sure to pick up the assignment as your child will be held accountable for the work the following day.

We strongly discourage removing students from school for family vacations. The missed classes and work are very difficult to make up and there is often a negative correlation to your child’s grades for that quarter. The absences are considered illegal and teachers are in no way obligated to supply your child with work that will be missed prior to an illegal absence – or allow your child to make up work and assessments that were missed when your child returns to school from an illegal absence.

8th Grade Homework Policy:

Students are expected to follow these guidelines when completing homework:

• All assignments will be completed and turned in on time.
• Assignments will have a complete heading, be organized, and be neatly done.
• Homework missed due to an absence will be made up within a reasonable amount of time.
• HW not completed on time receives a grade of zero. There is no opportunity to make up missed homework assignments.

7th Grade Homework Policy: 

• At the teacher’s discretion, students may come 11th period THAT DAY to complete the missing assignment for a late grade which will allow them to earn back ½ credit on the assignment. Missing homework may not be completed prior to 11th period. 

6th Grade Homework Policy: 

Homework is a valuable aid in helping students make the most of their learning experiences in school.  By doing homework, students reinforce and apply what they have been taught in class, as well as prepare for upcoming assessments and new lessons. Setting aside time each day for homework helps students learn responsibility and independence while developing positive study habits that will stay with them throughout their education.                     

Daily homework assignments should take approximately 20 minutes per subject to complete except when studying for tests or working on a long-range project.  A student’s average is comprised of the following:  Tests count for 50%, Quizzes count for 30%, the non-graded homework average counts for 10%, and Preparation/Organization counts for 10%.  Be aware that homework assignments might be collected and graded, and when this happens, they will be counted as Quizzes. 

Preparation/Organization Average:   Students start each marking period with a grade of 100 for their Preparation/Organization averages.  All that has to be done to keep this grade is to come to class prepared with books, pencils/pens, eyeglasses, completed homework, and to keep notebooks organized.  If a student is unprepared for class, 10 points will be deducted from the Preparation/Organization average.  Notebooks may be collected and graded for a Preparation/Organization grade.

Homework Average:  Students are expected to follow these guidelines when completing homework:

• Homework missed due to an absence will be made up within a reasonable amount of time.

If a student chooses not to do a homework assignment, these consequences apply:

• Ten (10) points will be deducted from the student's Homework average for eachmissing or unacceptable assignment.          
• Students may come 11thperiod THAT DAY to complete the missing assignment for a late grade which will allow them to earn back 5 points on their Homework average.  Missing homework may not be completed prior to 11th period. 
• If the assignment was counted as a Quiz grade, the highest possible grade the student can receive after making up the assignment during 11thperiod is 75%.  

Remember that students should complete homework on their own.  Encourage your child to complete the assignments to the best of her/his ability.  

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In the middle school years, students begin to experience the benefits of homework, though it is difficult to determine how much good it does, particularly at a given age. And there is some debate on how much homework students need to receive that benefit.

Duke University’s Harris Cooper, one of the leading researchers on homework, says students enjoy genuine academic benefits from homework, including better comprehension and retention of subject matter. However, while the benefit is clear for high school students and beyond, the degree to which homework helps middle school students is a matter of some contention.

• It’s difficult to tell if homework helps high achievers do well, or if they do their homework because they are high achievers.
• It’s challenging to determine how much homework students actually do. Most homework studies rely on self-reported data, which means students can easily misstate the quantity of time they spend on homework.
• Many studies use test scores to measure academic success, which, as many researchers point out, is an inherently problematic form of measurement.

Teachers should assign an appropriate amount of homework

While there is still much discussion on the effectiveness of homework, research asserts that the 10-minute rule per grade level holds true for middle school students. This means that students might receive anywhere from 60 to 90 minutes of homework each evening.

In middle school, students’ higher academic achievement starts to correlate with completing homework. However, this correlation fades if homework lasts longer than that.  Indeed, giving more than 90 minutes of homework has been shown to have detrimental effects on students.

Students need time away from their studies to relax and engage in social, extracurricular and family activities. When given too much homework, students lose this time and suffer the effects of stress and sleep deprivation, which has proved to reduce academic performance.

Purposeful assignments

Teachers who give homework must consider the purpose and value of the assignments. While elementary school homework can build confidence and engage students in the subject matter, middle school homework needs a more specific purpose.

Certain subjects require practice homework, such as vocabulary, which often requires drills. Other homework requires reading or more complicated skill work. Still, there is a growing belief among researchers that even when homework serves a clear and distinct purpose, less is more.

Homework should be clearly connected to learning outcomes and shouldn’t overwhelm students so much they are unable to actively participate in their lives beyond the walls of the classroom. Teachers should carefully consider how much practice students need and design homework to effectively meet those goals within the shortest duration possible.

Ultimately, even if the benefit margin is small for middle school students, there are other advantages of completing homework. Some researchers argue that at least anecdotally, students develop important study skills that will benefit them in high school and college, and they learn the value of time management and responsibility.

Caitrin Blake has a BA in English and Sociology from the University of Vermont and a master’s degree in English literature from the University of Colorado Denver. She teaches composition at Arapahoe Community College.

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Is Homework Good for Kids? Here’s What the Research Says

A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.

The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.

But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

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Homework Guidance

The district homework policy can be found in its entirety HERE , including information about the guiding principles that informed the development of the policy and detailed descriptions of roles and responsibilities for students and families. This document is intended to depict level-specific expectations for educators at the middle level.

Guiding Principles

Shrewsbury’s homework policy is designed to support and empower children, educators and families as they work together to further student learning.

The school district recognizes and affirms that co-curricular activities and other commitments are important aspects of students’ lives that can significantly improve their physical and mental health and well-being. It is a shared responsibility between home and school to ensure that students have balance in their lives while pursuing educational excellence. This policy is intended to help our students achieve that. Further, the district recognizes that vacations, long weekends, and holidays are opportunities to enjoy family time and fun. In order to protect this time for students and staff, the district will implement a “no homework” calendar that specifies times when homework will not be assigned. In addition to promoting family time and recreation, “no homework” periods can provide a respite from new assignments that allows for a focus on other responsibilities or needs, such as religious observances for students with their families, performing community service, or completing college applications.

Please see the list of “no homework” dates HERE . For a calendar view of the “no homework”dates, click HERE .For “no homework” periods, homework shall not be assigned on the school day prior to the “no homework” date(s), and no assignments will be due and no tests or other assessments that require studying will occur on the school day following the “no homework” date(s).

Homework is defined as tasks that are assigned by teachers to be completed by students outside of class time, including work done using pencil and paper and/or digital tools. These tasks include, but are not limited to: skills practice; reading; viewing of video content; studying or preparation for quizzes or tests; creating written, audio, or visual content; and completion of reports or projects.

Purposes of Homework

Research affirms the importance of independent reading, skills practice, and the development of learning routines for young children, and the value of regular homework assignments for older students. The purposes of homework in the Shrewsbury Schools are to practice newly taught skills, review previously mastered skills, develop independent study habits, and motivate students to pursue personal goals.

Learner Variability

Every learner is different, and variability among students should be expected. Homework should encourage personal reflection. Educators are empowered with the flexibility to match assignments to meet a child’s individual needs.

Homework Policy Components

1. frequency of homework assignments.

All students in Grades 1-12 are expected to spend time on homework. Due dates assigned by teachers may vary according to the nature of the assignment; for example, assignments could be due the next day, by the end of the week, or could be part of a longer-term project. Students in Grades 5-12 may also have homework assigned over the weekend at the discretion of the teacher. Weekend assignments are considered as one night of homework per the time guidelines below. Long-term projects must be assigned so that there are at least two weekends, not including “no homework” dates, before a project is due.

Administrators and educators at each grade span will provide guidance regarding how students can communicate requests for extensions of homework due dates. Reasonable accommodations will be provided through extensions for due dates with regard to absences related to student illness, family obligations, religious observances, etc. Flexibility to respond to other student-specific situations will be provided as appropriate, with the goal of promoting student academic progress in light of personal circumstances. Schools and educators will communicate what supports are available for students who need assistance with completing homework, as well as consequences for students who do not meet homework expectations.

2. Time Guidelines By Grade Level

The guidelines below provide for the approximate maximum amount of focused time that homework assignments should take each night. It is understood that different students will require different amounts of time based on a variety of factors. Parents and caregivers are encouraged to speak with their child’s teacher(s) if homework is routinely taking much more or much less time than called for in the guidelines.

Required reading assignments are included within the time allotments at each grade level. Because reading is crucial to academic success, voluntary reading beyond homework time guidelines is encouraged.

● Grade 5: 50 minutes Monday-Friday ● Grades 6-8: 60-90 minutes Monday-Friday

3. Accommodating Religious Observances by Students

Per School Committee Policy #291, students who miss school or cannot complete homework due to any religious observance will be provided with the opportunity to make up work without penalty. Families are encouraged to communicate with educators regarding any situation where religious observances may impact their student’s attendance or homework completion.

4. Educator Responsibilities

As they consider options for homework, educators will: ● Communicate expectations to students for how the assignment should be completed and the learning goal(s) being addressed (e.g., practicing a new skill, preparing for an assessment, etc.) ● Consider the amount of time an assignment will require in order to align with the targets for time spent each night on homework, including special projects. ● Establish objectives and guidelines for special projects, including any expectations for parent/caregiver participation. ● Be clear about the appropriate use of technology tools, including artificial intelligence, so that students and parents/caregivers understand what is expected regarding academic integrity.

● With as much advance notice as possible, communicate all assignments and due dates to students and post them as required, and provide time for students to record them where students use a paper planning tool. ● Model homework strategies and provide exemplars to clarify expectations as appropriate throughout the school year.

● Establish a system for recording and monitoring homework completion and quality, including reading assignments. ● Review homework and provide feedback in a timely manner. Feedback does not require grading or responding in writing to every homework assignment; educators are expected to communicate frequently enough to signal whether the quality of the homework is meeting expectations and whether there are concerns about missing assignments or late submissions, so that the student has an opportunity to improve.

● Ensure that resources and materials required for homework projects are easily obtained by the student, and work with families and school administration as needed to ensure that no student will be unable to complete an assignment due to lack of financial resources. ● Provide ways for parents and caregivers to communicate with teachers about homework, using translation tools where appropriate. ● Notify parents/caregivers when poor homework quality or missing assignments are cause for concern, using translation tools where appropriate. ● Assign long term projects so that the completion time includes more than one weekend (not including “no homework” dates), and is not limited to a school vacation period. ● Discuss homework practices with colleagues and align them with these policy guidelines; while it is not expected that homework assignments are identical forall students, the volume and types of homework assigned to students in the same grade level should be consistent across different teachers and teacher teams. ● Work with students to provide flexibility in order to promote quality completion of assignments while responding to student needs. This may include extending deadlines where warranted and using strategies to accommodate individual situations. ● Follow the guidelines in the District Curriculum Accommodation Plan (DCAP) and meet all legal requirements of a student’s Individualized Education Program (IEP) or Section 504 Accommodation Plan that may be related to homework.

Educators are strongly encouraged to periodically consider student feedback regarding the homework they assign and to include options where students have opportunities for self-direction where appropriate. Further, having choice develops motivation and purpose. Where appropriate, give students responsibility for setting and monitoring progress toward personal learning goals and provide choice of topics, methods, tools, etc. to demonstrate understanding and empower students.

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Homework & Makeup Work Plan

Homework is important to student learning at Lincoln Middle School. The purpose of this homework plan is to guide teachers, parents and students in ensuring that homework is meaningful and supports the learning experience for all students.

Homework is any activity or assignment directed by the teacher to be performed outside the classroom that may include practicing skills learned in class, reading, studying, projects, or completion of assignments.

Rules for Homework

Activities or assignments that students can complete independently. Carefully constructed as to be completed within a reasonable time allotment, with minimal adult help. Connected to grade level or subject matter curriculum. Connected to class instruction. Engaging, purposeful and relevant. Consideration shall be given to quality over quantity.

Teacher Guidelines

Review, discuss and return, if collected, homework in a timely manner. Whenever possible, communicate and coordinate assignments so that students do not receive an overload of homework. Explain homework assignments to the students prior to the assignment. Teachers shall communicate homework assignments in at least one of the following ways: send a packet home, write assignment on the board, require students to record it, and/or make available through emails, websites or hotlines. The use of a variety of strategies is encouraged. The teacher will (also) consider a student’s Individualized Education Plan or 504 Plan in regards to homework. Teach techniques that can help students allocate their time wisely, meet their deadlines, and develop good personal study habits. Identify the access that students will have to materials for projects and other homework assignments – taking into account affordability, resource materials from the library media center, assistance and tutoring opportunities, and technology resources. Communicate with parents to inform them about homework expectations, policies, and procedures. Communicate the extent to which homework influences the student’s overall grades. Communicate ways in which parents can best assist their children in doing homework independently. Communicate with parents at the earliest possible opportunity once the student has demonstrated consistent inability to complete homework.

Parent Guidelines

Provide a quiet space and basic materials for homework completion. Teach techniques that can help children allocate their time wisely, meet their deadlines, and develop good personal study habits. Monitor time management and productivity. Review school provided materials (for example Binder Reminder, class handouts, and/or online resources). Communicate with teachers at the earliest possible opportunity once the child has demonstrated consistent inability to complete homework. If necessary, parents shall attempt to reach accommodation with their child’s teachers regarding homework. Contact the grade level counselor, assistant principal and then the principal if a solution cannot be reached with a teacher regarding homework.

Student Guidelines

Complete homework as assigned. Record homework when assigned in class by the teacher. Seek clarification from teachers when unclear about homework. Use class time provided for completing classwork and/or starting homework. Seek assistance from teachers when demonstrating an inability to complete homework.

Scheduling Time and Parameters

Middle School Middle school homework may be given Monday through Thursday. Weekends and holidays are primarily reserved for family time. Students may elect to use the weekends to review materials, make up work, complete projects, and enjoy recreational reading. Assignments shall be designed so that the typical student can complete all homework, including time for studying and preparing for exams, in the average minutes shown. Grade 6 – 70 minutes daily Grade 7 – 80 minutes daily Grade 8 – 90 minutes daily Students taking an extra class should expect to exceed the daily minutes in a proportional manner. For an accelerated course designed to be equivalent to a course at a more advanced grade level, students should expect homework for that class to be consistent with a time expectation for the higher grade level. In addition, students shall be encouraged to allot time to read for pleasure. Reading for pleasure and music practice times are not included in the time parameters shown.

Assistance for Homework

It is recommended that students seeking assistance with homework speak and work directly with their teachers as they will be able to recommend strategies improving success on homework. Students should speak directly with teachers to determine which teachers host regular tutoring hours or to arrange individual tutoring sessions. In addition, students may get assistance on homework through the programs or strategies listed. Homework Club: Monday - Thursday 3:30 – 4:30; Library After School Library: Monday - Thursday 3:00 – 4:30; Library Computer Lab: Monday - Thursday 3:00 - 4:30; room 221 Before School Library: Mon-Thursday; 8:00 – 8:15; Library Before School Library: Friday 9:30 - 10:00; Library

Sharing of Concerns

Teachers and parents shall communicate with each other at the earliest possible opportunity once the student has demonstrated consistent inability to complete homework and discuss possible solutions. Children who demonstrate quality effort and spend sufficient time attempting to complete homework should be stopped when a parent observes that continuing is detrimental to the child’s well-being. In such cases, parents should note the amount of time spent on the assignment and sign the paper. If a child is consistently unable to complete assigned work, the parent should contact the teacher first for support and accommodations as necessary. Teachers should also contact parents if a child consistently is unable to complete the assigned work.

Make-up Work

If you anticipate your child being out sick for an extended period of time, not more than 5 days, then contact your child’s teachers directly. Anything over 5 days should be directed to the Counseling Office. Students who miss school work because of an excused absence shall be given the opportunity to complete all assignments and tests that can be reasonably provided. As determined by the teacher, the assignments and tests shall be reasonably equivalent to, but not necessarily identical to, the assignments and tests missed during the absence. Students shall receive full credit for work satisfactorily completed within a reasonable period of time. Students who miss school work because of unexcused absences may be given the opportunity to make up missed work for full or reduced credit. Teachers shall assign such make up work as necessary to ensure academic progress, not as a punitive measure. Students suspended from school shall be given assignments to complete. The teacher of any class from which a student is suspended may require the student to complete tests missed during the suspension.

Lincoln Middle School Site Council and/ or SMMUSD will conduct periodic surveys as a means of monitoring and evaluating this homework plan. The results will be posted on our website and shared in the Report Card Reporter.

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Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

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Is it time to get rid of homework? Mental health experts weigh in.

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide range of mental health impacts, is it time schools start listening to their pleas about workloads?

Some teachers are turning to social media to take a stand against homework. 

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says, he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy workloads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold , says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace , says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression. 

And for all the distress homework  can cause, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says, homework benefits plateau at about two hours per night. 

"Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends, from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no-homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school," she says.

The answer may not be to eliminate homework completely but to be more mindful of the type of work students take home, suggests Kang, who was a high school teacher for 10 years.

"I don't think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial 

Mindfulness surrounding homework is especially important in the context of the past two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic , making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized. ... Sitting down and planning out their study schedules can really help manage their time," she says.

Breaking up assignments can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

More: Some teachers let their students sleep in class. Here's what mental health experts say.

More: Some parents are slipping young kids in for the COVID-19 vaccine, but doctors discourage the move as 'risky'

A Few Ideas for Dealing with Late Work

August 4, 2019

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Most of my 9-week grading periods ended the same way: Me and one or two students, sitting in my quiet, empty classroom together, with me sitting at the computer, the students nearby in desks, methodically working through piles of make-up assignments. They would be focused, more focused than I’d seen them in months, and the speed with which they got through the piles was stunning. 

As they finished each assignment I took it, checked it for accuracy, then entered their scores—taking 50 percent off for being late—into my grading program. With every entry, I’d watch as their class grade went up and up: from a 37 percent to a 41, then to 45, then to 51, and eventually to something in the 60s or even low 70s, a number that constituted passing, at which point the process would end and we’d part ways, full of resolve that next marking period would be different.

And the whole time I thought to myself, This is pointless . They aren’t learning anything at all. But I wasn’t sure what else to do.

For as long as teachers have assigned tasks in exchange for grades, late work has been a problem. What do we do when a student turns in work late? Do we give some kind of consequence or accept assignments at any time with no penalty? Do we set up some kind of system that keeps students motivated while still holding them accountable? Is there a way to manage all of this without driving ourselves crazy?

To find answers, I went to Twitter and asked teachers to share what works for them. What follows is a summary of their responses. I wish I could give individual credit to each person who offered ideas, but that would take way too long, and I really want you to get these suggestions now! If you’ve been unsatisfied with your own approach to late work, you should find some fresh ideas here.

First, a Few Questions About Your Grades

Before we get into the ways teachers manage late work, let’s back up a bit and consider whether your overall program of assignments and grading is in a healthy place. Here are some questions to think about:  

• What do your grades represent? How much of your grades are truly based on academic growth, and how much are based mostly on compliance? If they lean more toward compliance, then what you’re doing when you try to manage late work is basically a lot of administrative paper pushing, rather than teaching your content. Although it’s important for kids to learn how to manage deadlines, do you really want an A in your course to primarily reflect the ability to follow instructions? If your grades are too compliance-based, consider how you might shift things so they more accurately represent learning. (For a deeper discussion of this issue, read How Accurate Are Your Grades? )
• Are you grading too many things? If you spend a lot of time chasing down missing assignments in order to get more scores in your gradebook, it could be that you’re grading too much. Some teachers only enter grades for major, summative tasks, like projects, major writing assignments, or exams. Everything else is considered formative and is either ungraded or given a very low point value for completion, not graded for accuracy; it’s practice . For teachers who are used to collecting lots of grades over a marking period, this will be a big shift, and if you work in a school where you’re expected to enter grades into your system frequently, that shift will be even more difficult. Convincing your students that ungraded practice is worthwhile because it will help their performance on the big things will be another hurdle. With all of that said, reducing the number of scored items will make your grades more meaningful and cut way down on the time you spend grading and managing late work.
• What assumptions do you make when students don’t turn in work? I’m embarrassed to admit that when I first started teaching, I assumed most students with missing work were just unmotivated. Although this might be true for a small portion of students, I no longer see this as the most likely reason. Students may have issues with executive function and could use some help developing systems for managing their time and responsibilities. They may struggle with anxiety. Or they may not have the resources—like time, space, and technology—to consistently complete work at home. More attention has been paid lately to the fact that homework is an equity issue , and our policies around homework should reflect an understanding that all students don’t have access to the same resources once they leave school for the day. Punitive policies that are meant to “motivate” students don’t take any of these other issues into consideration, so if your late work penalties don’t seem to be working, it’s likely that the root cause is something other than a lack of motivation.
• What kind of grading system is realistic for you ? Any system you put in place requires YOU to stay on top of grading. It would be much harder to assign penalties, send home reminders, or track lateness if you are behind on marking papers by a week, two weeks, even a month. So whatever you do, create a plan that you can actually keep up with.

Possible Solutions

1. penalties.

Many teachers give some sort of penalty to students for late work. The thinking behind this is that without some sort of negative consequence, too many students would wait until the end of the marking period to turn work in, or in some cases, not turn it in at all. When work is turned in weeks or even months late, it can lose its value as a learning opportunity because it is no longer aligned with what’s happening in class. On top of that, teachers can end up with massive piles of assignments to grade in the last few days of a marking period. This not only places a heavy burden on teachers, it is far from an ideal condition for giving students the good quality feedback they should be getting on these assignments.

Several types of penalties are most common:

Point Deductions In many cases, teachers simply reduce the grade as a result of the lateness. Some teachers will take off a certain number of points per day until they reach a cutoff date after which the work will no longer be accepted. One teacher who responded said he takes off 10 percent for up to three days late, then 30 percent for work submitted up to a week late; he says most students turn their work in before the first three days are over. Others have a standard amount that comes off for any late work (like 10 percent), regardless of when it is turned in. This policy still rewards students for on-time work without completely de-motivating those who are late, builds in some accountability for lateness, and prevents the teacher from having to do a lot of mathematical juggling with a more complex system. 

Parent Contact Some teachers keep track of late work and contact parents if it is not turned in. This treats the late work as more of a conduct issue; the parent contact may be in addition to or instead of taking points away. 

No Feedback, No Re-Dos The real value of homework and other smaller assignments should be the opportunity for feedback: Students do an assignment, they get timely teacher feedback, and they use that feedback to improve. In many cases, teachers allow students to re-do and resubmit assignments based on that feedback. So a logical consequence of late work could be the loss of that opportunity: Several teachers mentioned that their policy is to accept late work for full credit, but only students who submit work on time will receive feedback or the chance to re-do it for a higher grade. Those who hand in late work must accept whatever score they get the first time around. 

2. A Separate Work Habits Grade

In a lot of schools, especially those that use standards-based grading, a student’s grade on an assignment is a pure representation of their academic mastery; it does not reflect compliance in any way. So in these classrooms, if a student turns in good work, it’s going to get a good grade even if it’s handed in a month late. 

But students still need to learn how to manage their time. For that reason, many schools assign a separate grade for work habits. This might measure factors like adherence to deadlines, neatness, and following non-academic guidelines like font sizes or using the correct heading on a paper. 

• Although most teachers whose schools use this type of system will admit that students and parents don’t take the work habits grade as seriously as the academic grade, they report being satisfied that student grades only reflect mastery of the content.
• One school calls their work habits grade a “behavior” grade, and although it doesn’t impact GPA, students who don’t have a certain behavior grade can’t make honor roll, despite their actual GPA.
• Several teachers mentioned looking for patterns and using the separate grade as a basis for conferences with parents, counselors, or other stakeholders. For most students, there’s probably a strong correlation between work habits and academic achievement, so separating the two could help students see that connection.
• Some learning management systems will flag assignments as late without necessarily taking points off. Although this does not automatically translate to a work habits grade, it indicates the lateness to students and parents without misrepresenting the academic achievement.

3. Homework Passes

Because things happen in real life that can throw anyone off course every now and then, some teachers offer passes students can use to replace a missed assignment.

• Most teachers only offer these passes to replace low-point assignments, not major ones, and they generally only offer 1 to 3 passes per marking period. Homework passes can usually only recover 5 to 10 percent of a student’s overall course grade. 
• Other teachers have a policy of allowing students to drop one or two of their lowest scores in the gradebook. Again, this is typically done for smaller assignments and has the same net effect as a homework pass by allowing everyone to have a bad day or two.
• One teacher gives “Next Class Passes” which allow students one extra day to turn in work. At the end of every marking period she gives extra credit points to students who still have unused passes. She says that since she started doing this, she has had the lowest rate ever of late work. 

4. Extension Requests

Quite a few teachers require students to submit a written request for a deadline extension rather than taking points off. With a system like this, every student turns something in on the due date, whether it’s the assignment itself or an extension request.

• Most extension requests ask students to explain why they were unable to complete the assignment on time. This not only gives the students a chance to reflect on their habits, it also invites the teacher to help students solve larger problems that might be getting in the way of their academic success. 
• Having students submit their requests via Google Forms reduces the need for paper and routes all requests to a single spreadsheet, which makes it easier for teachers to keep track of work that is late or needs to be regraded.  
• Other teachers use a similar system for times when students want to resubmit work for a new grade. 

5. Floating Deadlines

Rather than choosing a single deadline for an assignment, some teachers assign a range of dates for students to submit work. This flexibility allows students to plan their work around other life activities and responsibilities.

• Some teachers offer an incentive to turn in work in the early part of the time frame, such as extra credit or faster feedback, and this helps to spread out the submissions more evenly. 
• Another variation on this approach is to assign a batch of work for a whole week and ask students to get it in by Friday. This way, students get to manage when they get it done. 
• Other names mentioned for this strategy were flexible deadlines , soft deadlines , and due windows .

6. Let Students Submit Work in Progress

Some digital platforms, like Google Classroom, allow students to “submit” assignments while they are still working on them. This allows teachers to see how far the student has gotten and address any problems that might be coming up. If your classroom is mostly paper-based, it’s certainly possible to do this kind of thing with paper as well, letting students turn in partially completed work to demonstrate that an effort has been made and show you where they might be stuck.

7. Give Late Work Full Credit

Some teachers accept all late work with no penalty. Most of them agree that if the work is important, and if we want students to do it, we should let them hand it in whenever they get it done. 

• Some teachers fear this approach will cause more students to stop doing the work or delay submission until the end of a marking period, but teachers who like this approach say they were surprised by how little things changed when they stopped giving penalties: Most students continued to turn work in more or less on time, and the same ones who were late under the old system were still late under the new one. The big difference was that the teacher no longer had to spend time calculating deductions or determining whether students had valid excuses; the work was simply graded for mastery.
• To give students an incentive to actually turn the work in before the marking period is over, some teachers will put a temporary zero in the gradebook as a placeholder until the assignment is turned in, at which point the zero is replaced with a grade.
• Here’s a twist on the “no penalty” option: Some teachers don’t take points off for late work, but they limit the time frame when students can turn it in. Some will not accept late work after they have graded and returned an assignment; at that point it would be too easy for students to copy off of the returned papers. Others will only accept late work up until the assessment for the unit, because the work leading up to that is meant to prepare for that assessment. 

8. Other Preventative Measures

These strategies aren’t necessarily a way to manage late work as much as they are meant to prevent it in the first place.

• Include students in setting deadlines. When it comes to major assignments, have students help you determine due dates. They may have a better idea than you do about other big events that are happening and assignments that have been given in other classes.
• Stop assigning homework. Some teachers have stopped assigning homework entirely, recognizing that disparities at home make it an unfair measurement of academic mastery. Instead, all meaningful work is done in class, where the teacher can monitor progress and give feedback as needed. Long-term projects are done in class as well, so the teacher is aware of which students need more time and why. 
• Make homework optional or self-selected. Not all students need the same amount of practice. You may be able to get your students to assess their own need for additional practice and assign that practice to themselves. Although this may sound far-fetched, in some classes, like this self-paced classroom , it actually works, because students know they will be graded on a final assessment, they get good at determining when they need extra practice.

With so many different approaches to late work, what’s clear is that there are a lot of different schools of thought on grading and assessment, so it’s not a surprise that we don’t always land on the best solution on the first try. Experiment with different systems, talk to your colleagues, and be willing to try something new until you find something that works for you. 

Further Reading

20 Ways to Cut Your Grading Time in Half This free e-book is full of ideas that can help with grading in general.

On Your Mark: Challenging the Conventions of Grading and Reporting Thomas R. Guskey This book came highly recommended by a number of teachers.

Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School Starr Sackstein

Come back for more. Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You’ll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half , the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined—come on in.

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Categories: Classroom Management , Instruction , Podcast

Tags: assessment , organization

51 Comments

I teach high school science (mine is a course that does not have an “end of course” test so the stakes are not as high) and I teach mostly juniors and seniors. Last year I decided not to accept any late work whatsoever unless a student is absent the day it is assigned or due (or if they have an accomodation in a 504 or IEP – and I may have had one or two students with real/documented emergencies that I let turn in late.) This makes it so much easier on me because I don’t have to keep up with how many days/points to deduct – that’s a nightmare. It also forces them to be more responsible. They usually have had time to do it in class so there’s no reason for it to be late. Also, I was very frustrated with homework not being completed and I hated having to grade it and keep up with absent work. So I don’t “require” homework (and rarely assign it any more) but if students do ALL (no partial credit) of it they get a 100% (small point value grade), if they are absent or they don’t do it they are exempt. So it ends up being a sort of extra credit grade but it does not really penalize students who don’t do it. When students ask me for extra credit (which I don’t usually give), the first thing I ask is if they’ve done all the homework assigned. That usually shuts down any further discussion. I’ve decided I’m not going to spend tons of time chasing and calculating grades on small point values that do not make a big difference in an overall grade. 🙂

Do I understand correctly….

Homework is not required. If a student fully completes the HW, they will earn full points. If the student is absent or doesn’t do it, they are excused. Students who do complete the HW will benefit a little bit in their overall grade, but students who don’t compete the work will not be penalized. Did I understand it correctly?

Do you stipulate that a student must earn a certain % on the assignment to get the full points? What about a student who completed an assignment but completes the entire thing incorrectly? Still full credit? Or an opportunity to re-do?

Thank you in advance.

From reading this blog post I was thinking the same thing. When not penalizing students for homework do you have students who do turn it in getting extra points in class?

From what I have seen, if there is a benefit for turning in homework and students see this benefit more will try to accomplish what the homework is asking. So avoid penalization is okay, but make sure the ones turning it in are getting rewarded in some way.

The other question regarding what to do with students who may not be completing the assignments correctly, you could use this almost as a formative assessment. You could still give them the credit but use this as a time for you to focus on that student a little more and see where he/she isn’t understanding the content.

Our school has a system called Catch Up Cafe. Students with missing work report to a specific teacher during the first 15 minutes of lunch to work on missing work. Students upgrade to a Wednesday after school time if they have accumulated 4 or more missing assignments on any Monday. They do not have to serve if they can clear ALL missing work by the end of the day Wednesday. Since work is not dragging out for a long period of time, most teachers do not take off points.

How do you manage the logistics of who has missing and how many assignments are needed to be completed-to make sure they are attending the Catch up Cafe or Wednesday after school? How do you manage the communication with parents?

When a student has missing work it can be very difficult to see what he/she is missing. I always keep a running record of all of their assignments that quarter and if they miss that assigement I keep it blank to remind myself there was never a submission. Once I know that this student is missing this assignment I give them their own copy and write at the top late. So once they do turn it in I know that it’s late and makes grading it easier.

There are a lot of different programs that schools use but I’ve always kept a paper copy so I have a back-up.

I find that the worst part of tracking make-up work is keeping tabs on who was absent for a school activity, illness or other excused absence, and who just didn’t turn in the assignment. I obviously have to accept work turned in “late” due to an excused absence, but I can handle the truly late work however I wish. Any advice on simplifying tracking for this?

I tell my students to simply write “Absent (day/s)” at the top of the paper. I remind them of this fairly regularly. That way, if they were absent, it’s their responsibility to notify me, and it’s all together. If you create your own worksheets, etc., you could add a line to the top as an additional reminder.

It might be worth checking out Evernote .

In order to keep track of what type of missing assignments, I put a 0 in as a grade so students and parents know an assignment was never submitted. If a student was here on the due date and day assignment was given then it is a 0 in the grade book. If a student was absent the day the assignment was given or when it was due, I put a 00 in the grade book. This way I know if it was because of an absence or actual no work completed.

This is exactly what I do. Homework can only count 10% in our district. Claims that kids fail due to zeros for homework are specious.

This is SUCH a difficult issue and I have tried a few of the suggested ways in years past. My questions is… how do we properly prepare kids for college while still being mindful of the inequities at home? We need to be sure that we are giving kids opportunity, resources, and support, but at the same time if we don’t introduce them to some of the challenges they will be faced with in college (hours of studying and research and writing regardless of the hours you might have to spend working to pay that tuition), are we truly preparing them? I get the idea of mastery of content without penalty for late work and honestly that is typically what I go with, but I constantly struggle with this and now that I will be moving from middle to high school, I worry even more about the right way to handle late work and homework. I don’t want to hold students back in my class by being too much of a stickler about seemingly little things, but I don’t want to send them to college unprepared to experience a slap in the face, either. I don’t want to provide extra hurdles, but how do I best help them learn how to push through the hurdles and rigor if they aren’t held accountable? I always provide extra time after school, at lunch, etc., and have also experienced that end of term box checking of assignments in place of a true learning experience, but how do we teach them the importance of using resources, asking for help, allowing for mistakes while holding them to standards and learning work habits that will be helpful to them when they will be on their own? I just don’t know where the line is between helping students learn the value of good work habits and keeping them from experiencing certain challenges they need to understand in order to truly get ahead.

Thanks for sharing – I can tell how much you care for your students, wanting them to be confident independent learners. What I think I’m hearing is perhaps the struggle between that fine line of enabling and supporting. When supporting kids, whether academically or behaviorally, we’re doing something that assists or facilitates their growth. So, for example, a student that has anxiety or who doesn’t have the resources at home to complete an assignment, we can assist by giving that student extra time or an alternative place to complete the assignment. This doesn’t lower expectations, it just offers support to help them succeed.

Enabling on the other hand, puts systems in place that don’t involve consequences, which in turn allow the behaviors to continue. It involves excuses and solving problems for others. It may be about lowering expectations and letting people get by with patterns of behavior.

Late work is tricky. The article does mention the importance of time management, which is why separating academic grades from work habits is something a lot of schools are doing. Sometimes real life happens and kids need a “pass.” If whatever you’re doing seems to be helping to support a student rather than enabling patterns, then that might help you distinguish between that fine line. Hope this helps!

Thank you again for such a great post. Always high-quality, relevant, and helpful. I so appreciate you and the work you do!

So glad to hear you enjoyed the post, Liz! I’ll make sure Jenn sees this.

I thought that these points brought up about receiving late work were extremely helpful and I hope that every classroom understands how beneficial these strategies could be.

When reading the penalties section under point deductions it brought up the idea of taking points off slowly as time goes by. Currently in my classroom the only point deduction I take off is 30% of the total grade after it is received late. No matter how much time has gone by in that grading period it will have 30% off the total.

I’m curious if changing this technique to something that would increase the percentage off as time goes by will make students turn in their work on time.

My question to everyone is which grading technique would be more beneficial for the students? Do you believe that just taking off 30% for late work would help students more when turning in their work or do you think that as time goes by penalizing their final score will have students turn in their work more?

If anyone has any answers it would be extremely beneficial.

Thank you, Kirby

When I was in school my school did 1/3 of a grade each day it was like. So 1 day late A >A-. Two days late: A->>B+ so on and so forth. This worked really well for me because I knew that I could still receive a good grade if I worked hard on an assignment, even if it was a day or two late.

I dread it when I have missing work or unsubmitted work. I would try to get a last-minute effort to chase those needed pieces of work which could be done from those students housed in dorms on campus. It is better than not failing them for lacking to turn in graded submissions or taking scheduled quizzes. I dread this not for the students, sadly, but for likely call to explain why I did not keep physical evidence of students’ supposed learning. In my part of the globe, we have a yearly “quality assurance” audit by the country’s educational authorities or their representatives.

I am a pre-service teacher and I am in the process of developing my personal philosophies in education, including the topic of late work. I will be certified as a secondary social studies teacher and would like to teach in a high school. Your post brought my attention to some important insights about the subject. For example, before this post I had not thought to use feedback as a way to incentivize homework submission on time. This action coupled with the ability to re-do assignments is a great way to emphasize the importance of turning work in on time. I do have a follow-up question, how do you adequately manage grading re-do’s and feedback on all assignments? What kinds of organizational and time-management strategies do you use as a teacher? Further, how much homework do you assign when providing this as an option?

Additionally, have you administered or seen the no penalty and homework acceptance time limit in practice (for example, all homework must be turned in by the unit test)? I was curious if providing a deadline to accept all homework until the unit test may result in an access of papers I need to grade. From your experience, what practice(s) have you seen work well in the classroom?

My goal is to prepare students for life beyond high school and to support their intellectual, social, and emotional development during their high school learning experience. Similar to a previous commenter (Kate), I am also trying to define a balance between holding students accountable in order to best prepare them for their future lives and providing opportunities to raise their grade if they are willing to do the work.

Hey Jessica, you have some great questions. I’d recommend checking out the following blog posts from Jenn that will help you learn more about keeping track of assessments, differentiation, and other aspects of grading: Kiddom: Standards-based Grading Made Wonderful , Could You Teach Without Grades , Boost Your Assessment Power with GradeCam , and Four Research-Based Strategies Every Teacher Should be Using . I hope this helps you find answers to your questions!

Overall I found this article extremely helpful and it actually reinforced many ideas I already had about homework and deadlines. One of my favorite teachers I had in high school was always asking for our input on when we felt assignments should be due based on what extra curricular activities were taking place in a given time period. We were all extremely grateful for his consideration and worked that much harder on the given assignments.

While it is important to think about our own well-being when grading papers, I think it is just as important (if not more) to be conscious of how much work students might have in other classes or what students schedules are like outside of school. If we really want students to do their best work, we need to give them enough time to do the work. This will in turn, help them care more about the subject matter and help them dive deeper. Obviously there still needs to be deadlines, but it does not hurt to give students some autonomy and say in the classroom.

Thanks for your comment Zach. I appreciate your point about considering students’ involvement in extracurricular activities and other responsibilities they may have outside the school day. It’s definitely an important consideration. The only homework my son seemed to have in 8th grade was for his history class. I agree that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

Thank you for an important, thought-provoking post! As a veteran teacher of 20+ years, I have some strong opinions about this topic. I have always questioned the model of ‘taking points off’ for late work. I do not see how this presents an accurate picture of what the student knows or can do. Shouldn’t he be able to prove his knowledge regardless of WHEN? Why does WHEN he shows you what he knows determine WHAT he knows?

Putting kids up against a common calendar with due dates and timelines, regardless of their ability to learn the material at the same rate is perhaps not fair. There are so many different situations facing our students – some students have challenges and difficulty with deadlines for a plethora of potential reasons, and some have nothing but support, structure, and time. When it comes to deadlines – Some students need more time. Other students may need less time. Shouldn’t all students have a chance to learn at a pace that is right for them? Shouldn’t we measure student success by demonstrations of learning instead of how much time it takes to turn in work? Shouldn’t students feel comfortable when it is time to show me what they’ve learned, and when they can demonstrate they’ve learned it, I want their grade to reflect that.

Of course we want to teach students how to manage their time. I am not advocating for a lax wishy-washy system that allows for students to ‘get to it when they get to it’. I do believe in promoting work-study habits, and using a separate system to assign a grade for responsibility, respect, management, etc is a potential solution. I understand that when introducing this type of system, it may be tough to get buy-in from parents and older students who have traditionally only looked at an academic grade because it is the only piece of the puzzle that impacts GPA. Adopting a separate work-study grading system would involve encouraging the entire school community – starting at the youngest level – to see its value. It would be crucial for the school to promote the importance of high level work-study habits right along side academic grades.

I teach a specials course to inner city middle schoolers at a charter school. All students have to take my class since it is one of the core pillars of the school’s culture and mission. Therefore it is a double edge sword. Some students and parents think it is irrelevant like an art or music class but will get upset to find out it isn’t just an easy A class. Other students and parents love it because they come to our charter school just to be in this class that isn’t offered anywhere else in the state, except at the college level.

As you may have already guessed, I see a lot of students who don’t do the work. So much that I no longer assign homework, which the majority would not be able to do independently anyways or may develop the wrong way of learning the material, due to the nature of the subject. So everything is done in the classroom together as a class. And then we grade together to reinforce the learning. This is why I absolutely do not accept missing work and there is no reason for late work. Absent students make up the work by staying after school upon their return or they can print it off of Google classroom at home and turn in by the end of the day of their return. Late and missing work is a big issue at our school. I’ve had whole classrooms not do the work even as I implemented the new routine. Students will sit there and mark their papers as we do it in the classroom but by the end they are not handing it in because they claim not to have anything to hand in. Or when they do it appears they were doing very little. I’d have to micromanage all 32 students every 5 minutes to make sure they were actually doing the work, which I believe core teachers do. But that sets a very bad precedent because I noticed our students expect to be handheld every minute or they claim they can’t do the work. I know this to be the case since before this class I was teaching a computer class and the students expected me to sit right next to them and give them step-by-step instructions of where to click on the screen. They simply could not follow along as I demonstrated on the Aquos board. So I do think part of the problem is the administrators’ encouraging poor work ethics. They’re too focused on meeting proficient standard to the point they want teachers to handhold students. They also want teachers to accept late and missing work all the way until the end of each quarter. Well that’s easy if you only have a few students but when you have classrooms full of them, that means trying to grade 300+ students multiplied by “x” amount of late/missing work the week before report card rolls out – to which we still have to write comments for C- or below students. Some of us teach all the grade levels 6-8th. And that has actually had negative effects because students no longer hold themselves accountable.

To be honest, I really do think this is why there is such a high turnover rate and teachers who started giving busy work only. In the inner city, administrators only care about putting out the illusion of proficiency while students and parents don’t want any accountability for their performance. As soon as a student fails because they have to actually try to learn (which is a risk for failing), the parent comes in screaming.

Yea, being an Art teacher you lost me at “ irrelevant like an art or music .”

I teach middle school in the inner city where missing and late work is a chronic issue so the suggestions and ideas above do not work. Students and parents have become complacent with failing grades so penalizing work isn’t going to motivate them to do better the next time. The secret to teaching in the inner city is to give them a way out without it becoming massive work for you. Because trust me, if you give them an inch they will always want a mile at your expense. Depending on which subject you teach, it might be easier to just do everything in class. That way it becomes an all or nothing grade. They either did or didn’t do the work. No excuses, no chasing down half the school through number of calls to disconnected phone numbers and out of date emails, no explaining to parents why Johnny has to stay after school to finish assignments when mom needs him home to babysit or because she works second shift and can’t pick him up, etc. Students have no reason for late work or for missing work when they were supposed to do it right there in class. Absent students can catch up with work when they return.

Milton, I agree with all of what you are saying and have experienced. Not to say that that is for all students I have had, but it is a slow progression as to what is happening with students and parents as years go by. I understand that there are areas outside of the classroom we cannot control and some students do not have certain necessities needed to help them but they need to start learning what can they do to help themselves. I make sure the students know they can come and talk to me if needing help or extra time, tutor after school and even a phone number to contact along with email if needing to ask questions or get help. But parents and students do not use these opportunities given until the week before school ends and are now wanting their student to pass and what can be done. It is frustrating and sad. I let students and parents know my expectation up front and if they do not take the opportunity to talk to me then the grade they earned is the result.

I am a special education resource teacher and late work/missing work happens quite a lot. After reading this article, I want to try a few different things to help minimize this issue. However, I am not the one making the grades or putting the grades in. I am just giving the work to the students in small group settings and giving them more access to the resources they need to help them be successful on these assignments based on their current IEP. I use a make-up folder, and usually I will pull these students to work on their work during a different time than when I regularly pull them. That way they do not miss the delivery of instruction they get from me and it does not punish my other students either if there is make-up work that needs to be completed. I try to give my students ample time to complete their work, so there is no excuse for them not to complete it. If they are absent, then I pull them at a time that they can make it up.

I too agree with that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

I had a few teachers who were willing to tolerate lateness in favor of getting it/understanding the material. Lastly, my favorite teacher was the one who gave me many chances to do rewrites of a ‘bad essay’ and gave me as much time as needed (of course still within like the semester or even month but I never took more than two weeks) because he wanted me to do well. I ended up with a 4 in AP exam though so that’s good.

Late work has a whole new meaning with virtual learning. I am drowning in late work (via Google Classroom). I don’t want to penalize students for late work as every home situation is different. I grade and provide feedback timely (to those who submitted on time). However, I am being penalized every weekend and evening as I try to grade and provide feedback during this time. I would love some ideas.

Hi Susan! I’m in the same place–I have students who (after numerous reminders) still haven’t submitted work due days…weeks ago, and I’m either taking time to remind them again or give feedback on “old” work over my nights and weekends. So, while it’s not specific to online learning, Jenn’s A Few Ideas for Dealing with Late Work is a post I’ve been trying to put into practice the last few days. I hope this helps!

Graded assignment flexibility is essential to the process of learning in general but especially in our new world of digital divide

It is difficult to determine who is doing the work at home. Follow up videos on seesaw help to see if the student has gained the knowledge or is being given the answers.

This is some good information. This is a difficult subject.

I love the idea of a catch-up cafe! I think I will try to implement this in my school. It’s in the same place every day, yes? And the teachers take turns monitoring? I’m just trying to get a handle on the logistics – I know those will be the first questions I get.

I really enjoyed this post. I think it provides a lot of perspective on a topic that teachers get way too strict about. I just wonder: wouldn’t it be inevitable for students to become lazy and care less about their understanding if there wasn’t any homework (or even if it was optional)? I know students don’t like it, and it can get redundant if they understand the content, but it truly is good practice.

Hi Shannon,

Glad the post helped! Homework is one of those hot educational topics, but I can’t say I’ve personally come across a situation or found any research where kids become lazy or unmotivated if not assigned homework. In fact, research indicates that homework doesn’t really have much impact on learning until high school. I just think that if homework is going to be assigned, it needs to be intentional and purposeful. (If students have already mastered a skill, I’m not sure how homework would provide them much benefit.) Here’s an article that I think is worth checking out. See what you think.

I like how you brought up how homework needs to be given with the understanding that not all kids have the same resources at home. Some kids don’t have computers or their parents won’t let them use it. There is no way of knowing this so teachers should give homework that requires barely any utensils or technology.

I think having students help determine the due dates for major assignments is a great idea. This works well with online schools too. Remote jobs are the future so helping students learn how to set their own due dates and to get homework done from home will prepare them for the future.

This year I am trying something new. After reading this article, I noticed that I have used a combination of some of these strategies to combat late work and encourage students to turn work in on time. I only record a letter grade in the grade book: A, B, C, D, F. If a student turns in an assignment late, I flag it as late, but it does not affect their “grade”.

If a student wants to redo an assignment, they must turn something in. If they miss the due date, they can still turn it in, but lose the opportunity to redo the assignment. Students will meet with me one last time before they turn it in to get final feedback.

At the end of the grading period, I conference with the student about their final grade, looking at how many times they have handed work in on-time or late. This will determine if the student has earned an A or an A+ .

I really appreciate how your post incorporates a lot of suggestions for the way that teachers can think about and grade homework. Thank you for mentioning how different students have different resources available as well. As teachers, we need to be aware of the different resources our students have and tailor our approach to homework to match. I like the idea of grading homework based on completion and accepting late work for full credit at any time (substituting a zero in the grade book until it is turned in). This is definitely a strategy that I’ll be using!

So glad the article was helpful for you! I will be sure to pass on your comments to Jenn.

I also have been teaching for a long time and I have found that providing an END OF WEEK (Friday at 11:59) due date for assignments allows students to get the work completed by that time. It helps with athletes, and others involved in extra curricular activities. I feel this is fair. I give my tests/quizzes on the days assigned and the supplemental work on Fridays.

I personally, as a special education teach, would allow my SPED students extra time to complete the work they have missed. This is in alignment with their IEP accommodations. I would work with each one independently and have remediation with the content that they are having difficulty. This setting would be in a small group and separate classroom.

I really like the idea of a work habits grade. I struggle with students who turn things in late regularly earning the same grade as those who always turn things in on time. A work habits grade could really motivate some learners.

I’ve been in education for 37 years and in all manner of positions. I share this only to also say that things have changed quite a bit. When I started teaching I only had one, maybe two students in a class of 34 elementary students that would not have homework or classwork finished. Now, I have two classes of about 15 each. One group is often half the class on a regular basis not having homework or not finishing classwork on a regular basis- so far. Additionally parents will pull students out to go to amusement parks, etc and expect all work to be made up and at full credit. I believe that the idea of homework is clearly twofold- to teach accountability and to reengage a learner. Classwork is critical to working with the content and, learning objective. We can all grade various ways; however, at some point, the learner has to step up. Learning is not passive, nor is it all on the teacher. I have been called “mean” because I make students do their work in class, refocusing them, etc. I find that is my duty. Late work should be simply dealt with consistently and with understanding to circumstance IMO. You were out or it was late because mom and dad were upset, ok versus we went to Disney for three days and I was too tired. hmm- used to be easy with excused/unexcused absences, now there is no difference. Late with no absence? That can be a problem and I reach out to home and handle it individually at my level.

Hi Jennifer! I really like your sharing about this topic! Late work is a problem that every teacher encounters. Thank you for your consideration of this issue and the many wise ideas you have provided. Your ideas also remind me to reflect on whether my overall program of assignments and grading is in a healthy place. I was inspired by the preventative measures you listed in this post. I want to try to include my students in setting deadlines, especially for some big projects. Students will feel respected by teachers and will be more willing to complete the assignments before deadlines! As you mentioned, some teachers have made homework optional or self-selected, or even stopped assigning homework. I partially agree with that opinion. I indeed try to reduce the amount of students’ homework or even stop assigning homework sometime, but doing related practice in class instead. I believe that the purpose of homework is to aid pupils in mastering the knowledge; it is not a necessary thing.

Thanks for sharing your thoughts, Yang. Jenn will be glad to know that you found the post inspiring!

Thanks so much for all your insights on giving assignments or homework. All are very helpful as I prepare to return to work after an extended medical leave. It is good to refresh! Anything we require of our students should be purposeful and meaningful to them, so they will give their best to meet whatever deadlines we set. I also like asking our students when is the best time they can turn work in; this is meeting them halfway. And if one strategy does not work, there are more to try; just read this post. Thanks a bunch!!

Jenn will be glad to know the post was helpful for you, Jo!

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Homework Policy

We’re all aware of how students dread homework. They don’t like the idea of doing schoolwork at home after spending a whole day in school. We know how that feels. We’ve all been there during our elementary , high school , and college years. Although laziness is among the reasons, there are credible justifications for why students hate homework. That’s why some schools have imposed policies to regulate homework. Too much homework can be counterproductive. So as a school admin, if you see that your teachers are overworking students with homework, make your move to control it. You can start by downloading our Homework Policy Examples !

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What Is a Homework Policy?

A school homework policy is a set of guidelines on how often teachers should give homework or what type of homework they should give. Its main function is to protect students from being overworked and ensure that their homework is beneficial to their learning .

Homework policies are an important aspect of classroom management . It’s crucial not to drown students with school work. They need time to breathe from doing study activities . Other than that, some teachers might be giving homework that contributes nothing to their studies. Homeworks that are irrelevant only serves to waste the students’ time and energy. But with a homework policy elementary school, high school, or college, that won’t happen.

The Purpose of Homework in Schools

At the start of this blog, we’ve been shedding a bad light on homework inadvertently. Giving a home assignment to a student has some benefits. After all, homework wouldn’t exist in the first place if it doesn’t have a real purpose.

One purpose of homework is to push students to immerse themselves more with their studies. That helps them to absorb what they’ve learned during classes more effectively. It keeps their learning process consistent outside of the classroom . And also, homework teaches students to be responsible and professional, especially when it comes to meeting deadlines.

Another function of homework is that it can be a way for parents to be more involved in their children’s education. They can monitor what lessons their kids are studying by seeing what sort of schoolwork they’re doing at home.

How to Create a Homework Policy

Among the first steps you must take to protect students from too much and irrelevant homework is creating a homework policy. To get you started, we’ll show you our short 4-step guide below.

Step 1: Conduct a Survey

In general, conducting a survey is the first step in formulating policies. In this case, you need to survey the students regarding their homework duties. Your survey form must ask the right questions, such as how homework affects them mentally and how useful it is in the lesson plan . Find out how functional the students’ homework is to see its pros and cons.

Step 2: Communicate with Faculty

Imposing a homework policy is a drastic change in your school’s teaching process. That said, you should communicate about it with your faculty staff . Based on the findings of your survey, let your teachers know what specific regulations you’ll impose in terms of giving homework. You may also ask if they have suggestions or objections about your proposed policy . If there are, you can make some adjustments if you see them fit.

Step 3: Write Down the Regulations

After you make adjustments and finalize everything, write the homework regulations in a document or memo . Make sure to explain each of them in detail. Justify how each regulation is helpful for the students’ learning and well being. For instance, if one regulation is a No Homework on Fridays, you can justify it by saying students need the weekends to spend more time with friends and family. And that it gives them a chance to refresh their minds from school pressure.

Step 4: Add the Homework Policy to the Student and Teacher Handbook

To make the homework policy an official school policy, integrate it into the teacher and student handbook. In doing so, both faculty and students will be more aware of it. That way, the homework policy will slowly but surely become a norm in your school. The teachers, especially, will follow it strictly.

What is the 10-minute rule in homework?

The 10-minute homework rule, as its name implies, suggests that teachers should only give homework that students can finish in under 10 minutes. However, this rule mostly only applies to first graders.

What type of homework is considered meaningful?

The type of homework that’s meaningful are those that are in-line with the curriculum and beneficial to the learning process. Meaningful homework complements the lesson plan significantly. And they’re doable depending on the students’ current level of capability. A homework that adds nothing to the students’ progress is merely a to-do task .

Is it too much to give two hours of homework?

According to the Stanford Graduate School of Education , beyond two hours of homework is too much. Having more than two hours of homework to do has three negative effects on students. These are:

• Increase in stress levels, affecting productivity
• Health risks, such as sleep deprivation, severe weight loss, and exhaustion
• Less time with friends and family, which can lead to depression and neglect of schoolwork

Homework is an integral part of your school’s teaching methods. It is an extension of your school’s guidance for the students outside the classroom. But there have to be limitations. So start making a homework policy now. And don’t forget to download our Homework Policy Template.

Policy Generator

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Draft a school policy on the use of technology in classrooms, outlining acceptable devices and usage guidelines

Create a student conduct policy for a high school, including expectations for behavior, dress code, and disciplinary actions

IPS changes homework, discipline policies in bid for equity

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When eighth grader Kelsey Aguilar is called from class to de-escalate a conflict between her peers, she heads to the Guided Learning Center at Harshman Middle School with a calm demeanor.

That’s where she’ll get to the heart of an issue between friends or couples, unpacking insults on social media or rumors that could lead to a fight.

The mediation program that Aguilar participates in as a peer mediator is part of the school’s restorative justice approach to discipline. It’s less punitive, aims to stop fights before they start, and focuses on healing transgressions between students.

It’s a disciplinary approach that Indianapolis Public Schools hopes to embrace district-wide through the adoption of a series of policies that aim to promote equity and reduce barriers to learning that affect certain groups of students. The policies, which the school board has been approving in batches, include a shift in how teachers should approach assigning homework and how the district should identify students for its gifted program. The board approved the latest round of policy changes — including one highlighting restorative justice in student discipline — on Tuesday.

The policies could address some of the district’s disparities that are common in education .

For example, Black and multiracial students in the district have historically been disciplined at higher rates than their white peers, according to district data . Some of the district’s most popular schools with specialized academic programming are disproportionately white .

And while the latest ILEARN state test scores show white students appear to have recovered from pandemic learning loss , Black and Hispanic students have yet to recover to pre-pandemic levels of proficiency.

At Harshman, officials say the mediation program has helped reduce the number of suspensions both for Black students and for students overall.

And Kelsey believes it has definitely reduced the number of fights among her peers — even though some may see mediation by a classmate as a joke.

“I honestly think it’s a serious thing because we’re solving problems with other people,” she said. “I think that’s a great thing for us to do.”

Changes to dress code, homework assignments adopted

The policy changes were proposed by the Culturally Responsive and Equitable Education Committee, which the school board created last year . They reflect much of the district’s ongoing work around expanding academic opportunities to more students of color and those from diverse backgrounds.

The district’s Rebuilding Stronger plan, for example, will bring Honors Algebra, Honors Geometry, Honors Biology, and Spanish I classes to all middle schools. The plan will also expand Montessori, STEM, high-ability, dual language, performing arts, and International Baccalaureate academic models to more schools throughout the district.

Many of the committee’s proposed changes codify the district’s current equity efforts under Superintendent Aleesia Johnson, said school board member Nicole Carey, who led the creation of the committee. But the policy shifts will hold any future leaders of the district accountable to this equity mindset, she said.

Here are equity-focused policies that the board approved in April:

• The district’s revised homework policy acknowledges that students come from “diverse backgrounds with different resources and support systems.” The policy says that, “Homework assignments must be equitable and considerate of these varied home environments.” In addition, the policy states that the assignments should also consider students’ academic needs and out-of-school responsibilities.
• The district’s revised policy on its gifted and talented program commits the district to using culturally responsive, unbiased assessments to identify students eligible for its academically gifted program. That program is currently housed at the K-8 Sidener Academy but will expand to two separate elementary and middle schools in 2024-25. It also directs the district to actively inform families from diverse backgrounds about the gifted program. (Enrollment data from 2023-24 shows Sidener Academy is whiter and has fewer students qualifying for free or reduced-price meals than the district as a whole.)
• The district’s new universal dress code provides less-rigid guidelines that aim to reduce disciplinary actions that keep students out of classrooms.

Below are some equity-focused policy changes the board approved Tuesday:

• The revised policy on the use of seclusion and restraint requires all administrators, special education teachers, and school-based crisis teams to undergo training in de-escalation techniques and conflict resolution strategies. All incidents involving seclusion or restraint of a student must be documented and provided to the student’s guardian in a timely manner, and an annual report of these incidents will be presented to the board.
• Another revised policy directs administration to develop clear, written criteria for the approval of student groups . It also encourages groups that represent diverse demographics and interests.

In March, the equity committee proposed a more comprehensive restorative justice policy that would require training for all staff members. But it’s unclear if that will come before the board.

Restorative justice at Harshman could be inspiration for others

Meanwhile, the new discipline policy says restorative justice approaches should be used as alternatives to traditional discipline “when appropriate.” It also says educators should collaborate with families on approaches to discipline.

At Harshman Middle School, officials say their mediation program has reduced the number of incidents of aggression or physical fighting between current eighth graders from the first semester of last year to the first semester of this year.

Sometimes, peer mediators such as Kelsey are called to oversee a mediation session with staff present. Other times, staff mediate. There are even sessions to resolve conflicts between staff and students.

Even the school’s hallways advertise restorative justice.

“Problem: Unresolved conflict,” reads one sign. “Solution: Peer mediation. Let’s talk about it!”

The school received support from the Peace Learning Center , funded through a grant, to provide mediation training for students and staff. Students are selected as mediators after an interview process.

School staff say the program has created a mindset shift in students, who will alert staff members of potential rising tensions between students or request mediation on their own.

“They don’t want to fight each other, they don’t want to argue, they don’t want to miss class, they don’t want to be suspended,” said Rockeyah Lord, a dean at the school.

Because the program aims to resolve issues before they devolve into fights, Lord said, suspensions overall have decreased.

Kelsey said she got involved in the program because she used to be involved in a lot of drama herself — but at times wanted a way to get out of it.

“I knew that other people do want to get out of it too sometimes,” she said. “So it’s better to talk about it than to keep going with it.”

Amelia Pak-Harvey covers Indianapolis and Lawrence Township schools for Chalkbeat Indiana. Contact Amelia at [email protected] .